Exploring How Socioeconomic Status and School Contexts Influence Staff Perceptions of School Climate

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-9 - The Dynamic Role of Principals and Staff in School Climate and Culture

Abstract

Research focused on school staff members, who are be responsible for school climate and social and emotional learning, is scarce. This mixed-methods study explored how socioeconomic status (SES), school districts, and school contexts influence school climate. A latent profile analysis was used to sort positive- and negative-climate schools in one high-SES district and one low-SES district; four schools were selected for a case study. Data collection included interviews and observation. Findings indicate that key influences on staff-focused climate include: the principal’s vision, changes in administration, collaboration, and time and history. Findings also suggest that staff members may place a higher priority on creating positive climate for students than for themselves. Elementary and secondary settings may also reflect discrete climates.

Authors

• Gordon Capp, California State University - Fullerton

• Hadass Moore, Hebrew University of Jerusalem

• Ron Avi Astor, University of Southern California